For our end of the year project, 5th graders created double-image designs inspired by playing card face cards.  This group of students was especially interested in drawing, so I thought this would be a fun way to end the school year.

I showed the students examples of a lot of different types of playing cards, from classic designs to the bizarre.

To begin, students each did three sketches of ideas for their cards.  After the selected their favorite, students used pencil to draw their design onto tagboard.  Their image had to have a border, a suit (spade, heart, diamond, club, or imaginary) and must be King, Queen or Jack.  Their design must also have an animal, creature, or person and have patterns.  The image must be mirrored and flipped to resemble the playing card designs.

After the designs were drawn in pencil, students finished the project with Sharpie.  This project took about 5-6 class periods.

I was super excited about starting out the school year with this project with the 5th grade students.  I really love radial symmetry and I enjoy teaching it so was quite pleased when the 5th grade students seemed just as into it as I was.

To do this project, you begin with large square pieces of paper.  Fold in half, corner to corner.  Fold in half again, corner to corner, then one more time.  After you've folded it three times, you have a triangle.  On that triangle, you write your name in large bubble letters to fill the entire space.  Then you open the square back up partially and using a light table or sunlight on a window, trace the name drawing.  You continue to do this over and over until all of one side is filled with your name flipped and mirrored.  This creates a beautiful radial symmetry name mandala.

This project was mostly for an introduction to my art class and to learn their names, but we took a bit of time to discuss radial symmetry and how to create bold bubble letters.

After the names are all written with a Sharpie, the students painted in the 'background' with acrylic paint and then added color in the letters with colored pencils.  They were limited to four colors.

The results are amazing.  Each and every single name mandala turned out great.  It is really cool to put two different students with the same name next to each other.  There are two Isaac's, two Taylor's.  Even though they wrote the same name, they turned out totally different.

SUPER FUN PROJECT! 

After watching videos and viewing images of Nick Cave Soudsuits, the students discussed how the soundsuits might represent diversity.  They also made observations about movement, texture, patterning and color.  Beginning with pencil drawings, the students invented at least three soundsuits.  Next, they traced their drawings with Sharpies and colored in their images.  For color themes, one soundsuits could be any colors, one warm colors, and the last cool colors.  Using colored pencils, the students created interesting patterns and textures.
Once the 4th graders completed their drawings, they cut out their images and glued them together so they looked as they might be having a dance party.
If you are not familiar with the work of Nick Cave, PLEASE look it up. He is amazing.  I posted some videos at http://anniesartroom.weebly.com/1/post/2014/03/sneak-peak-preview.html
The students LOVED this project and the other grade students were jealous because they didn't also get to do it. 

Overview:
4th grade
5 classes
Students will watch videos and view images of the Soundsuits by Nick Cave. They will discuss meaning and design 2D images of their own personal Soundsuits.
Learning Outcomes:
The learner will be able to decipher meaning from the viewing of contemporary art by Nick Cave.
The learner will be able to implement movement, pattern, color, and texture in a 2d design inspired by the work of Nick Cave.
The learner will recognize warm and cool colors and be able to use them separately.
Essential Standards:
4.V.1.2 Apply personal choices while creating art.
4.V.1.3 Infer meaning from art.
4.V.2.3 Create abstract art that expresses ideas
4.CR.1.1 Use visual clues to interpret the content of art.
Materials:

• Each student will use 3 pieces of copy paper, 1 sheet of 12” x 18” white paper and one 12” x 18” colored paper of their choice.  Black Sharpies, colored pencils, and drawing pencils. Glue and scissors. 
  

Art Vocabulary:

• Color-warm and cool colors
  
• pattern
  
• movement
  
• texture
  
• content/symbolism

Preparation:

• Slide show and/or images ready to present
  
• Prompts prepared
  
• Write vocabulary words on board
  
• examples on display
  
• paper cut to size, colored pencils and sharpies available
  
  

The forth grade students are doing a Nick Cave project right now that I am super excited about.  The students are really getting into it so far as well.  If you don't know who the artist Nick Cave is, you're really missing out.  Watch these videos!  

I'll post more information about details of the project once the students have completed, but wanted to show some of the inventive, fun suits that the students are drawing!

The 1st graders at Evergreen will be learning about Simple Machines this year.  Simple machines are those that do not have motors and use force to move something-think gears, wheels, levers,etc.
I came across this blog post: http://thomaselementaryart.blogspot.com/2013/04/3rd-grade-machine-brains.html and was inspired by the 3rd grade project "Machine Brains".  
I adapted this project for the 1st graders and so far am extremely pleased.  The students are really getting into this!

This video is a great example for the students to see the force and movement with in a simple machine network. Students love it, they laugh, they ooooh, they ahhhh.  

After showing the students this video, I explained the project which I call SIMPLE MACHINES, COMPLEX MINDS
I talked to the students about how complex and intricate their minds and thoughts are.  They are such a great group of 1st graders, they are so creative and smart.
To begin, the students each select one of three templates of a profile that they feel looks most like them.  Then, they pair up with a partner and take turns holding the template while the other traces.  Then, they must make at least one modification to the profile to look more like them (change hair, nose, chin, etc).

Then students must begin by drawing a light bulb which symbolizes a thought or an idea.  From there, they must design or invent a network of simple machines visually representing how a thought might be processed in their complex minds.  For one class, I had them use pencil for their drawings, then later go back with black crayon and trace their drawings.  For the second class, I had them use sharpies right away.  I wanted to see which would yield the best results.  

As for process, the students were all VERY engaged in and excited about this project so far.  They all developed very imaginative networks of simple machines and were really pumped to share this with other students and with myself.  Below are images taken on/after day two of this project.

Next week, the students will use Neon Watercolors to create vivid paintings and then cut out the profiles and glue onto a dark background colored paper.

Below are two finished examples:

1st grade: Simple Machines, Complex Minds Lesson 

Overview:
1st grade
2-3 days
The students will draw a profile of a person and fill the space with a network of simple machines.  After drawing, will outline with crayon and then paint with watercolor.
Learning Outcomes:
The learner will be able to recognize and draw a variety of simple machines
The learner will use pencil, crayon and watercolor to create a colorful artwork.
NC Essential Standards:
1.V.1.2 Create original art that expresses ideas, themes, and events.
1.V.1.3 Recognize that symbols, subjects, or themes are used in the works of others to communicate.
1.V.1.4 Understand characteristics of the Elements of Art, including lines, shapes, colors, textures, form, and space.
1.V.2.3 Create art from imaginary sources of inspiration
1.V.3.2 Execute control of a variety of media.
1.V.3 Create art using a variety of tools, media, and processes, safely and appropriately.
1.V.3.3 Use the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, and ceramics to create art.
1.CX.2.2 Identify connections between art and concepts from other disciplines, such as math, science, language arts, social studies, and other arts.
Materials:

• Images for inspiration and reference
  
• 12” x 18” white paper, pencils, profile portrait templates, crayon, watercolor, paintbrush, scissors, glue 
  

Art Vocabulary:

• Profile, Portrait
  
• Shape, Color, Movement/Rhythm
  
• Simple machines 

Interdisciplinary Concepts:
Simple Machines